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141CORRECTION OF CHILDREN'S SPEECH DEFECTS Omarova Z.K.
Omarova Zebiniso Kasimovna - Senior Lecturer, DEPARTMENT OF PRESCHOOL EDUCATION METHODS, INSTITUTE FOR RETRAINING AND ADVANCED TRAINING OF PRESCHOOL EDUCATION PERSONNEL AND MANAGER, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: еvery year, problems with speech in children are becoming an increasingly common reason for parents to turn to specialists (pediatrician, neurologist, speech therapist, defectologist) who use their diagnostic techniques to identify speech disorders. The lack of a unified classification and diagnosis system leads to a late onset of correction of speech disorders. The main reasons for the occurrence of disorders of normal speech development, risk factors for the formation of speech pathology, clinical manifestations of some types of speech disorders, various approaches to the diagnosis and systematization of speech disorders are considered.
Keywords: speech disorders, speech formation, speech development, hearing defects, play activities.
In recent years, there has been an increase in the number of children with speech disorders, which we have already paid attention to. According to some domestic sources, the prevalence of speech development disorders is up to 25% among school-age children [4]. In foreign literature, the cited figures are somewhat less, but still very significant - from 3.8 to 15.6% [3]. At the same time, pronounced speech disorders require differential diagnosis not only with mental retardation, but also in a number of cases with mental retardation.
Disorders of speech development are at the intersection of many specialties. Speech function is key for the development of a child's thinking and intelligence in general, therefore, a violation of the formation of speech inevitably entails a lag in the development of thinking, a violation of communication and socialization, the occurrence of behavioral disorders and school failure [2]. Violations of speech development can be observed in a wide range of diseases found in general pediatric practice. So, their cause can be chronic otitis media and other conditions leading to hearing impairment, epilepsy and non-convulsive epileptic encephalopathy, anomalies in the development of the articulatory apparatus, cerebral palsy and many other conditions.
The formation of speech in a child is the main characteristic of his general development. With normal development, children have good language acquisition abilities. There is a close connection between speech and the brain. Speech is the highest mental function, which is why its functioning depends on the work of the brain. A mature state of the cerebral cortex, a well-formed articulatory apparatus and a preserved hearing are important factors for the normal development of speech. To all of the above, you need to add the speech environment, which will also ensure the full formation of children's speech from the very birth of the child.
Developmental disorders of speech are common in both children and adults. And the reasons causing violations are very diverse. Complex speech disorders are never limited to defects in the pronunciation of sounds, a child can also poorly distinguish sounds by ear, have a small active and passive vocabulary, and incorrectly build phrases and sentences [1].
As the causes of speech development disorders, we can name:
• abnormality of the course of pregnancy and the birth itself;
• violations of the functions performed by the articulatory apparatus;
• damage to the auditory organs;
• mental retardation;
• adverse effects of heredity and social factors, i.e. insufficient verbal communication and child education [2].
Hearing defects in most cases become the reason for the delay in the development of speech. Those. hearing loss can lead to delayed speech development. If a small child has
hearing impairment, he will not react to sounds, he will not be able to imitate them. The older child uses a large number of gestures and carefully observes the movements of the lips of the speaking person. But these signs are not sufficient for a correct assessment of the child's hearing, since only on the basis of the elements of behavior that are subjective in nature, we cannot draw accurate, competent conclusions.
Consider the main disorders of speech development that occur in preschool children. Currently, a unified classification of speech development disorders has not been developed. Let's take one of the most common classifications as an example. The level of damage to the speech system determines the name of the disease:
• aphasia - damage to the speech areas of the cerebral cortex, as a result of which all components of speech suffer;
• alalia - lesion of the speech zones of the cerebral cortex, which occurs in the pre-speech period and leads to the underdevelopment of speech of a systemic nature;
• dysarthria - a violation of the innervation of the muscles, providing speech, as a result of which the child's sound pronunciation is impaired.
Speech defects caused by functional changes in the central nervous system:
• stuttering - violation of the normal rhythm of speech due to involuntary stops, interrupting the utterance or repetitions of syllables and sounds;
• mutism - the child's refusal to communicate in the absence of defects in the speech apparatus; Speech disorders resulting from defects in the structure of the articulatory apparatus
• mechanical dyslalia - speech disorders caused by the peculiarities of the anatomical structure of the oral and nasal cavities (lips, teeth, jaw, palate, tongue, nasopharynx, nasal passages, etc.);
• rhinolalia - speech disorders that occur in children with a cleft palate; Delays in speech development of various origins: as a result of prematurity, due to severe illness of internal organs, pedagogical neglect, etc.) [2].
It is necessary to work on these violations in childhood, since it is in preschoolers that speech develops especially intensively and uncorrected speech defects will cause certain difficulties in communication in the future. In addition, difficulties in communication will certainly lead to a baby's complexities, disrupting the process of his learning and not allowing him to reveal all his abilities and capabilities.
Speech therapy classes are considered the main form of correctional work. They are of great importance for the development of the communicative side of speech, as well as for preparing the child for school.
Individual lessons on the development of children with speech disorders are mandatory, since such children have some peculiarities, for example, unstable attention, decreased cognitive interest, and play activity is not sufficiently formed.
References
1. Belyakova L.I. Methodology for the development of speech breathing in preschoolers with speech disorders. M.: Knigolyub, 2005. 55 p.
2. Correctional and special pedagogy: Textbook. manual for stud. Wednesday pedagogical institutions / Author-compiler: Andreeva O.I. Azov, 2012. 168 p.
3. Goneev A.D., Lifintseva N.I., Yalpaeva N.V. Fundamentals of Correctional Pedagogy: Textbook. Manual for students of higher. Textbook. Institutions / Ed. V.A. Slastenin. M., 1999. 280 p.
4. Kondrakova E.V. The prevalence of hearing and speech impairments in children: dynamics and regional features // Reference book of a general practitioner, 2005. № 9. P.19-26.
